Changes in Achievement Goal Orientations after the Transition to Middle School.

Anderman, Eric M.; Midgley, Carol

Studies suggest that the transition to middle school is associated with a decline in motivation and performance for a number of children. This longitudinal study examined changes in motivation in English and mathematics across and after the transition from elementary to middle school. Of particular interest were changes in personal goal orientations (task and ability), perceptions of classroom goal structures (task and ability), academic efficacy, and grades in school. Main effects and interactions of gender, ability, subject, and time were highlighted in the surveys. Data were collected from students as they progressed from fifth to seventh grade. Results suggested that students become somewhat less focused on task goals and more focused on ability goals when they enter middle school. Personal task goals, ability goals, and academic efficacy changed both during and after the middle school transition. Students' task goals declined across the three grades, while ability goals increased across the grade five-grade six transition for English, and then decreased between grades six and seven. Ability goals in math did not change much across the three years. Academic efficacy dramatically decreased across the transition, and then increased some after the transition between grades six and seven. Four tables present statistical analysis. Contains 66 references. (Author/RJM)